Multiple Voices for Ethnically Diverse Exceptional Learners, 2002.

Sonst. Personen	Obiakor, Festus E. (Hrsg.); Utley, Cheryl A. (Hrsg.)
Institution	Council for Exceptional Children, Arlington, VA. Div. for Culturally and Linguistically Diverse Exceptional Learners.
Titel	Multiple Voices for Ethnically Diverse Exceptional Learners, 2002.
Quelle	5 (2002) 1, (107 Seiten) PDF als Volltext Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86586-965-0
Schlagwörter	American Indians; Augmentative and Alternative Communication; Bilingual Education; Blacks; Disabilities; Disability Identification; Diversity (Student); Educational Change; Educational Practices; Elementary Secondary Education; Learning Disabilities; Limited English Speaking; Minority Group Children; Multicultural Education; Parent Participation; Performance Factors; Preservice Teacher Education; Reading Strategies; Research Problems; Student Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Black person; Schwarzer; Handicap; Behinderung; Bildungsreform; Bildungspraxis; Learning handicap; Lernbehinderung; Multikulturelle Erziehung; Elternmitwirkung; Leistungsindikator; Lehramtsstudiengang; Lehrerausbildung; Reading strategy; Leselernstufe; Lesetechnik; Forschungskritik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten
Abstract	This issue of "Multiple Voices" contains the following articles: (1) "A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices" (Donna M. Sobel and others), which presents the results of seven preservice teachers' self-study that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations; (2) "African American Parents' Involvement in Their Children's Special Education Programs" (Courtney Davis and others), which examines the empirical literature on parental involvement and finds insufficient reporting of sample selection, data collection, and data analysis procedures; (3) "Effects of Failure Free Reading on Culturally and Linguistically Diverse Students with Learning Disabilities" (Grace England and others), which presents findings that indicate using the Failure Free Reading Program improved letter and word identification, word attack skills, and reading comprehension; (4) "Native Americans and Augmentative and Alternative Communication Issues" (Sheela Stuart and Howard P. Parette, Jr.); (5) "The Effects of Multicultural and Bilingual Training on Preservice Teachers' Self-Reported Level of Competence" (Arletha McSwain), which presents findings that indicate participants who received in-class experiences perceived their level of competency to be higher; (6) "Factors Affecting Special Education Services for English Language Learners with Suspected Language Learning Disabilities" (Henriette W. Langdon), which presents a case study of an English language learner who was diagnosed with a language learning disability; and (7) "Educational Reform and Accountability: Implications for African Americans with Exceptionalities" (Festus E. Obiakor and Bridgie A. Ford). (Papers include references.) (CR)
Anmerkungen	Council for Exceptional Children, Div. for Culturally and Linguistically Diverse Exceptional Learners, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514, CEC Members $11.20, Non-Members $16). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01